A linguagem corporal como promotora da aprendizagem nas s??ries iniciais do ensino fundamental

• Ano de defesa: 2018
• Autor(a) principal: Batista, Claudia Nolla de Freitas
• Orientador(a): Baptista, Ana Maria Haddad
• Banca de defesa: Baptista, Ana Maria Haddad, Marco, Ademir de, Fusaro, M??rcia Felismino, Silva, Maur??cio, Navas, Diana
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Mestrado em Gest??o e Pr??ticas Educacionais
• Departamento: Educa????o
• País: Brasil
• Palavras-chave em Português: linguagem corporal; linguagem; aprendizagem; ensino fundamental
• Palavras-chave em Inglês: body language; language; learning; elementary school
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/1906

Language is mostly understood as written or spoken, but there are other types of language, such as musical, cinematic, theatrical and body language, which is subject of this article. This dissertation seeks to comprehend body language and its meanings and how it applies to pedagogical activities within the elementary school. The primary authors used during the research are: Noam Chomsky, Charles Sanders Peirce, for language comprehension; Jocimar Daolio, Carmem L??cia Soares, Jo??o Batista Freire, Denise Sant???Anna, L??cia Santaella, for body language approaching; Vygostky and Piaget, over education and learning; Maria da Concei????o Tavares, Paul Shilder, for body imagery comprehension. The methods within the research are from qualitative nature, in which we chose for the case study method, supported by Robert Yin. The research cosmos is a public, full-time school, and the analyzed subjects are elementary school teachers. As from an structured questionnaire, applied to fifteen subjects, we seek to identify: what body language means, how the subjects work with body language in their classes. According to the analysis, we verify that teachers have a reductionist perspective over body language. Working with this kind of language is limited to calming and relaxing the students, aiming for class progress and into a stablished strategy. In spite of understanding that body work is relevant for children???s global development, applying this resource as an educational one has viability difficulties. Therefore, this research allows teacher to have a further comprehension over body language, as well as its contribution and application within scholar scopes, aiming a better and more pleasant development of each discipline, contributing for a more complete formation in its daily basis.